Article
Education & Educational Research
A. Katrin Arens, Anne C. Frenzel, Thomas Goetz
Summary: This study investigated the temporal relationships between math self-concept and math self-efficacy, and their associations with math achievement indicators. The findings showed that prior math self-concept was positively related to subsequent math self-efficacy, while prior math self-efficacy was not related to subsequent math self-concept. The relationship between math self-concept and math grades was bidirectional, while math self-efficacy was unidirectionally related to prior math grades. Reciprocal relationships were found between math self-efficacy and math test scores, while the relationship between math test scores and math self-concept was unidirectional. These relationships remained stable across the adolescent years. Gender did not influence the relationships between math self-concept, math self-efficacy, and math achievement indicators.
JOURNAL OF EXPERIMENTAL EDUCATION
(2022)
Review
Psychology, Educational
Oistein Anmarkrud, Ivar Braten, Elena Florit, Lucia Mason
Summary: This article reviews the current status of research on individual differences in the context of multiple document literacy, particularly focusing on the relationship between individual differences and information sourcing. The findings suggest that while theoretical models of individual differences have been studied, the empirical support for relationships with information sourcing is unclear. The study also indicates that relationships between individual differences and sourcing may vary depending on measurement methods and the domain or topic of reading materials.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Cora Parrisius, Hanna Gaspard, Steffen Zitzmann, Ulrich Trautwein, Benjamin Nagengast
Summary: The study reveals the situative nature of students' competence and value beliefs, highlighting the significant predictive power of autonomy-supportive teaching behaviors on students' beliefs.
JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2022)
Article
Psychology, Educational
Gabriel Nagy, Esther Ulitzsch
Summary: The article discusses procedures and IRT models based on response times, proposes a distinction between independent and dependent latent class IRT models, and summarizes and extends existing models. It ultimately introduces a flexible multilevel mixture IRT framework and presents the results.
EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
(2022)
Article
Education & Educational Research
Rebecca J. Collie
Summary: This study explores the impact of job resources and demands on work vitality and turnover intentions among teachers during COVID-19. The results show that time pressure and relatedness with colleagues are associated with work vitality, while disruptive behavior, time pressure, relatedness with students, and work vitality are associated with turnover intentions. The study also identifies the buffering role of relatedness with students in reducing turnover intentions.
EDUCATIONAL PSYCHOLOGY
(2023)
Editorial Material
Psychology, Educational
Carmel Cefai
INTERNATIONAL JOURNAL OF EMOTIONAL EDUCATION
(2023)
Article
Education & Educational Research
Yeo-Eun Kim, Shirley L. Yu, Alison C. Koenka, Hyewon Lee, Andrew F. Heckler
Summary: The study found that students' perceptions of cost were negatively related to engagement and achievement, with the magnitude of the relations depending on levels of self-efficacy or task value. The interactive relations between these variables also differed between introductory and upper-level physics courses.
JOURNAL OF EXPERIMENTAL EDUCATION
(2022)
Article
Education & Educational Research
Carmen R. Domingo, Nancy Counts Gerber, Diane Harris, Laura Mamo, Sally A. Pasion, R. David Rebanal, Sue Rosser
Summary: This article reports on a 3-year study examining the barriers to career advancement for women/women of color STEM faculty at a large public comprehensive minority-serving university. The study identifies three institutional and service-related barriers, including inequitable distribution of service, devaluing of service by the university, and lack of clarity and consistency about the role of service in the RTP processes. These barriers were found to intersect with gendered and racial stereotypes and inequities in shaping career advancement for women of color.
JOURNAL OF DIVERSITY IN HIGHER EDUCATION
(2022)
Article
Education & Educational Research
Alla Hemi, Nir Madjar, Yisrael Rich
Summary: This study examines the impact of adolescents' perceptions of teacher and peer goals on their academic achievement goals. The results indicate that perceived peer goals have a stronger influence on student achievement goals compared to perceived teacher goals. Additionally, perceived peer goals fully mediate the relationship between perceived teacher goals and student achievement goals.
JOURNAL OF EXPERIMENTAL EDUCATION
(2023)
Article
Psychology, Educational
Amy K. Roy, Rosanna Breaux, Emma Sciberras, Pooja Patel, Erica Ferrara, Delshad M. Shroff, Annah R. Cash, Melissa R. Dvorsky, Joshua M. Langberg, Jon Quach, Glenn Melvin, Anna Jackson, Stephen P. Becker
Summary: The COVID-19 pandemic led to the immediate closure of in-person schooling, placing greater responsibility on parents to support their children's learning. A study examining parents' perspectives found that common challenges include difficulty in staying on task, lack of motivation, remote learning factors, and lack of social interaction. The most frequently expressed strategy is the use of routines and schedules, and the biggest benefit is increased family time. These findings were consistent across countries, ADHD status, and age.
Article
Psychology, Educational
Lydia HaRim Ahn, Brian TaeHyuk Keum, Gintare M. Meizys, Adil Choudry, Michelle A. Gomes, Lei Wang
Summary: This study utilized Consensual Qualitative Research to investigate the gendered racial socialization messages Asian American women receive from their family, peers, and mass media, addressing the impact of these messages on body image, career, mental health, and more. The study emphasizes the need to dismantle interlocking oppressive forces and offers implications for future prevention and intervention efforts to mitigate negative effects on Asian American women.
JOURNAL OF COUNSELING PSYCHOLOGY
(2022)
Article
Psychology, Educational
Christoph Flueckiger, Adam O. Horvath, Holger Brandt
Summary: This study indicates that the majority of patients evolve their concept of the alliance over time, with previously distinct alliance elements becoming integrated into a single factor construct. If these developments are generalizable across diverse patient/treatment populations, future research should take them into account both methodologically (i.e., how alliance is measured) and in analyzing time-series data (e.g., using DLC-SEM).
JOURNAL OF COUNSELING PSYCHOLOGY
(2022)
Article
Education & Educational Research
Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba, Yingying Zhao
Summary: School-based Social Emotional Learning (SEL) programs have mainly focused on North America and have not incorporated culturally responsive and embodied learning processes. This study presents evidence and a conceptual model for culturally relevant SEL, highlighting the lack of research outside North America. It emphasizes the need to consider cultural contexts and implement an emic approach to effectively cater to specific groups of students. Policy and practice in SEL should take into account the backgrounds and needs of the children, families, and communities involved.
EARLY EDUCATION AND DEVELOPMENT
(2022)
Article
Psychology, Educational
Olena Kryshko, Jens Fleischer, Carola Grunschel, Detlev Leutner
Summary: Self-efficacy for motivational regulation plays a significant role in academic satisfaction, particularly in terms of satisfaction with study content and coping with study-related stress, with indirect effects. However, the impact on satisfaction with study conditions is not consistent.
LEARNING AND INDIVIDUAL DIFFERENCES
(2022)
Article
Education & Educational Research
Alissa P. Wolters, Young-Suk Grace Kim, John William Szura
Summary: This study examined the relation between reading prosody and reading comprehension through a systematic review and meta-analysis. The results showed a moderate relation between reading prosody and reading comprehension, with the strength of the relation varying depending on different prosody features.
SCIENTIFIC STUDIES OF READING
(2022)
Article
Psychology, Educational
Ulrich Schroeders, Christoph Schmidt, Timo Gnambs
Summary: This study examines the bias of careless responding in survey responses, which poses a threat to the reliability and validity of psychological measurements. The introduction of gradient boosted trees as a machine learning technique to identify careless respondents outperformed traditional detection mechanisms in simulated studies, but this advantage did not translate to empirical studies. Existing detection methods may not be robust enough to handle the erratic nature of responses in real-world settings, prompting further research in the field.
EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
(2022)
Article
Psychology, Educational
Felix Krieglstein, Maik Beege, Guenter Daniel Rey, Paul Ginns, Moritz Krell, Sascha Schneider
Summary: This article examines the reliability and validity of four cognitive load questionnaires and confirms their reliability and validity. The results demonstrate satisfactory internal consistency of the questionnaires and support the assumptions of cognitive load theory. The findings have important implications for current trends in cognitive load theory and provide recommendations for future use of cognitive load questionnaires in experimental research.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Review
Psychology, Educational
Herbert W. Marsh, Reinhard Pekrun, Oliver Ludtke
Summary: Research shows a reciprocal relationship between academic self-concept and achievement over time. Recent studies challenge the appropriateness of traditional longitudinal data cross-lag-panel models, suggesting that models with random intercepts provide a more robust perspective. To clarify the confusion, researchers compared two models to examine the relationship between math self-concept, school grades, and achievement tests over five years. The results support the bidirectional relationship between self-concept and achievement.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Education & Educational Research
Tommaso Feraco, Dario Resnati, Davide Fregonese, Andrea Spoto, Chiara Meneghetti
Summary: Soft skills play an important role in academic success, influencing students' self-regulated learning and motivation, which in turn indirectly impact academic achievement. While cognitive abilities are related to academic achievement and motivation, they are unrelated to soft skills. Additionally, extracurricular activities influence soft skills.
JOURNAL OF EXPERIMENTAL EDUCATION
(2022)
Article
Education & Educational Research
Mark Feng Teng, Chenghai Qin, Chuang Wang
Summary: This study aims to validate a newly developed questionnaire for academic writing strategies in an EFL setting and examine the predictive effects of different metacognitive strategies on writing performance. The empirical evidence supports the transfer of metacognition theory from educational psychology to EFL academic writing, highlighting the significant role of metacognitive strategies in enhancing writing proficiency.
METACOGNITION AND LEARNING
(2022)
